Tips_for_IELTS.pdf

5/28/2018 Tips_for_IELTS.pdf

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A must-have or alil LTS candidates

vk.com/create_your_english


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ontentseading summary page 5

Golden rules page 5Techniques to increase your speed page 6Skimming page 7Scanning page 9Matching headings to paragraphs page 12Matching sentences/phrases to paragraphs page 14Completing summaries with and without a wordlist page 14Answering multiple choice questions page 15Completing sentences page 17Completing tables flowcharts and diagrams page 18Matching names/dates to ideas page 18Matching stems to sentences page 19Matching questions to sentences page 19Answering True False Not iven questions page 19Answering s No Not iven questions page 2

Writing summary page 22Task 1 Golden rules page 23Graphs page 24How to compare and contrast page 26Bar charts page 27Pie charts page 28Tables page 29Processes page 29Tenses and voice page 30Maps page 30



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Task 2 Golden rules page 32How to write the introduction page 34How to write a paragraph page 34How to organize a paragraph page 35How to speed up your writing and make t more flexible page 36Common mini sequences of functions page 36How to express your opinion page 38How to l ink your sentences page 38

Listening summary page 42Golden rules page 42Develop your skills page 43Types of questions page 46

Speaking summary page 5Golden rules page 53Part 1: Introduction and interview page 54Part 2: Individual long turn page 55Part 3: Two way discussion page 59Developing ideas page 60Breathing page 6

Tips for IELTS Skills Checklists page 62 64


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Readingxam summary

The academic reading module takes 60 minutes. There are three reading texts with a total 11500-2500 wards.

- The texts can be an a range 1 dillerenttapics.- At least one a1the texts wi ll contain a detailed logical argument.- The texts became progressively more difficult to understand.

There are usually 40 questions. These questions become progressively maredifficult.

The reading component is weighted. The standard is the same on each test day.However, to reach a specific bond, the number of correct answers required isdifferent in each exam.

olden rules Answer the questions quickly and accurately. If you can t do a question quickly leave it

and come back to it later. As the passages are long, you don t have to read them in detail. Skim and scan them to

find the relevant information. The level, the texts and the tasks become progressively more difficult. Therefore, do

the earlier questions as quickly as possib le , to give yourse lf more time far the difficultquestions.

You have roughly one and a half minutes for each question. Do not panic if you can on ly do maybe three questions out of seven. Go through themagain and again, but quickly. When you finish one passage, check your answers and try to fill any gaps. The questions generally follow the arder of the information in the text. However, the

questions in one section can overlap another and they may be jumbled. The questions are usually paraphrases of the text so look for the meaning in the text,

not the exact wards.

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eadingxam summary

The academic read ing module tokes 60 minutes . There are three reading texts with a total of 1500-2500 words.

- The texts can be on 0 range of different topics.- At least one of the tex ts will contain a detailed logical argument.- The tex ts become progressively more difficult to understond.

There are usually 40 questions. These ques tions become progressively moredifficult.

The read ing component is weighted . The standard is the some on each test day.However, to reach a specific bond , the number of correct answers required isdifferent in each exam.

Golden rules Answer the questions quickly and accurately. If you can t do a question quickly leave it

and come ba ck to it later. As the pa ssages are long, you don t have to read them in detail. Ski m and scan them to

find the relevant information. The level, the texts and the tasks become progressively more difficult. Therefore, do

the ea rlier questions as quickly as possible, to give yourself more time for the diffi cultquestions.

You have rough ly one and a half minutes for each question. Do not panic if you can only do maybe three questions out of seven. Go through themagain and again, but qUi ckly. When you finish one pa ssage, check your answers and try to fill any gaps. The questions generally follow the order of the information in the text . However, the

questions in one section can overlap another and they may be jumbled. The questions are usually paraphrases of the text so look for the meaning in the tex t,

not the exact words.


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The questions test general understanding [GI and specific detail [SI :Matching headings [GIMultiple-choice questions [G and SISummary/flow-chartltable completion [G and SIClass ifica tion [G and SIMatching sentences from a suitable list [G an d SIAnswering Yes No ot Given [G and SIAnswering True False ot Given [G and SIMatching stems to sentences endings [SISentence completion [SIShort answer questions {51

Some question types are used to see how you deal with specific information and generalmeaning . For example, a multiple-choice question can test for detail or understandingof a who le text.

The questions do not test your knowledge of English but your ability to use yourEngl ish. The exam is testing whether you can use your Eng lish to find your way arounda written Engl ish text.

echniques t increase your speeLearn t use the fol lowing techniques separately to switch automatica lly and to use seve ralat one time : Skimming . Skim the text to obtain general information. Th ink about the generalinformation and not the detail. Don t underline . Scanning. Scan for specific detail only; don t concentrate on the meaning of the text. If

you start to read, or even to skim, you wi ll find it more difficult to locate your words. Skim and read. Sk im a text, and stop at particular points to look at the meaning. Use

the questions to guide you around the text. Scan and skim . When you scan a text for a spec ific wo rd , your eye touches the other

inform ation lightly. Because your focus is on the scanning, your eye skims the textnaturally and does not slow you down. You nee d to practice to bui ld your confidence.



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SkimmingBasic skimming techniques

Skim the title and the questions. Th ey give you a summary of the passage .2 Skim the content wo rds only, i.e. the nouns, main verbs, adjectives and adverbs. Do not

look at words like the, a in. is etc. Underline the content words in a few paragraphs.Then read them aga in .3 Skim only the bas ic structure of the sentences/clauses: the subject, verb, and the object

if there is one . Don t look at adverbs and adjedives.4 Without reading the text, mark the connecting wo rds e.g. moreover, in addition,

however, etc Pradise until you can see the connecting words automatical ly when youlook at a paragraph. Th en you do not need to mark them.

5 Skim so that you recognize common types of pa ragraph organization, like effects,causes methods, etc. See Matching headings to paragraphs on page 12.

6 Skim only the nouns in the text to give you a general pidure. Be clear about thedifferences between: a noun, verb adjedive and adverb. Learn to recognize them andknow what the ir function is in the sentence.

ntermediate skimming techniques7 Read the fi rst sentence of a paragraph and then sk im the beginning of each sentence

in the paragraph. This wi ll show you the general theme of the paragraph. See Textorganization be low. For example:His career was rather cheque red, spanning a period of 30 years. He ... Afte rresign ing, he ... Not long after he ... Van Damme then ... .The referring word h ca rries the info rmation through the subsequent sentences.

8 Ignore and do not underline wo rd s you do not know. Focusing on words you do notknow w ill slow you down .

9 Skim the verbs in each sentence. Thi s shows yo u if the content of the text is changing.1 Start at the ve rb in each sentence and look at everything after that. The verb usuallymarks the beginning of new information in the sentence.

Cover the left hand or right hand side of a text and skim. This stops you concentratingtoo hard on the meaning.2 Skim a text to understand a theme. This can be factual or ideas . For example, skim

a text line y line without looking at the meaning and pick out words that form apattern/ picture or that have something in common. As you skim, remember writershave to avoid repetition so they have to use synonyms to create a theme.

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Advanced skimming techniques13 Skim the text forwards or backwards and note words which form a general picture :

airports passengers lounge flyLocate the focus of the paragraph . t is not always at the beginning. See Writingpage 35 for words like problems ideas that help you.

5 Use your own knowledge of different types of sentences and paragraph organzationsto predict and move around the pa ssage See Writing ow to organize aparagraph page 35.

6 Look at a central point in a paragraph and then allow your eye to wander around theparagraph skimm ing the nouns verbs for the general idea.7 Use the questions to he lp you navigate text. See Writing Analysing the essay

questions and understanding the rubric on page 33.Seven skimming tricks

Use a pencil to help you skim. This helps train your eye2 Skim each sentence from left to right.3 When you develop confidence skim left to right and then right to left and so on. Move a pencil vertically down through the centre of the text forcing your eye to look

quickly at the text on either side.s Sk im diagona lly through the text - top left to bottom right. You cou ld also go

backwards diagonally or vertically.6 Jump in different directions through the text. Then stop now and again and read .7 Skim the ends of sentences. A sen tence is basica lly divided between information whichrefers back to the previous sentence and information which is new. Information which

refers genera lly comes at the beginning and new ideas at the end. Skim the end of thesentences. Example: A man walked into a shop. The man picked up a newspaper. Thenewspapert all t imes try not to get caught up in the detail.

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canningChoosing scanning words in the questions Choose your scanning words care full y For example with True False ot Given read

all the statements and look for words that occur frequently. These are likely to be thegeneral subject of the passage so they wi ll not help you scan . Look for words that relate to the general subject. They can be nouns names dates etc. Keep in mind the basic structure of a sentence: Subject Verb Object. Anything extra

quali fies the sentence e.g. additional clauses adjectives adverbs negative wordscomparisons. These words/phrases help you understand the focus of the sta tement. Forexample you should notice a negative word like ignore immediately. It is probably not ascanning word ut a word that tests you r understanding of the text.

Look for words and ideas that help you navigate the text. This is a very efficienttool. Look at the questions together an d not in isolation. The questions can oftenbe subdivided: two relating to one area of text; three to another etc. Connect thequestions group them and use this to help you to jump around the text.

ow to sc n slowly Scan from left to right left to right. You must look only for your chosen scanning

words. If you do not this wi ll be a slow and ineffective technique.

Text Text Text Text Text Te t

ow to sc n quickly To stop yourself from reading every word start at the end of each line or paragraph .

Scan from right to left. right to left backwards through the text. Thi s prevents you fromreading the text.

~ x t e x t e x l e x t e x t e x t


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Alternatively, scan diagonally through the text from bottom right to top left, orvertically, from the bottom to the top.

ext Tex Text Text TextTe xt Text e e l < t \ ~ t Te xt TextTe xt Text Text Text Te; ;x: t -

Move through the text in a zigzag backwards. This stops you from reading. Move fastereach time you practise.

Te;s t t Text Te;s t TextXext Text Xext Text1a.t

You can also scan forward, but you must stop yourself reading the text.

e x e x t e x e x t;nrxt Text ~ Text ~

When you have gained confidence, scan forwards left to right, right to left and so on.You do not have to waste time going to the beginning o a line each time

Text Text Text Text Text Te -~ x Text Text Text Text Text

Very efficient readers can look at the centre of a paragraph and do not allow their eyeto move. They then take everything in around the central point. If a paragraph is long,do it in stages.

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Text Te xt Text Text Te xt Te xtText Text Text Text Text TextText Te xt Te x ext Text TextText Text Text Text Text TextText Text Text Text Text Text

You will pick up meaning as you scan You are then becoming an efficient reader l


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owto mark the text when you skim or sc n Use a pencil so you can rub out mistakes. Only underline key words: scanning words from the questions and organizing words. Underline as li ttle as possible. Too much underlining makes it difficult to find essential

information. Remember more is less.Compare:The effeds Qf l a ~ Qf ioveslmeol an be seen e i l l ~ io tbe slale of the t(ainS andthe slilliQns. The ,il(riages are Qld-filSbiQoed and g e n e r a l l ~ in a bad Slale Qf repairfa,IQrs whi h pul QeQPle Qff using Qubl i, IramPQct. People are Qfteo f(igbleOed IQlril'& at night because there are no guards on the trains and the stations desected ..The effects of la,k Qf inveslment can be seen clearly in the state of lbe trains andlhe slaliQos. The ,arriages are old-fashioned and generally in a bad Slale of repairfactors which put people off using public transport. People are often f(igblened IQlravel al nighl because there are no guards on the trains and the stations deserted ...

Develop a simple underlining code. Use a box I I or focus words likemeasures etc. Underline main ideas. Use a zigzag line/ V or detai l.

If you are fast, use this code in the exam. If not, just underline. It helps you focus on theorg anization of the text .

ompleting the answer sheet Fill in the answer sheet carefully. Use a pencil. Mark the end of the first two passages on the sheet w ith a short line. Aim to complete

one stage at a time. Fill in the answers diredly onto the sheet and in the correct order. Write clearly. Give on ly one answer unless the instructions require more. Write in the corred spaces and keep within them. Check your spelling, especia lly common words and fol low the wo rd limit. Do not copy words from the question stem or paraphrases from the text. The answer

wi ll be marked incorrect. Sk im/check your answers when you finish. Choose answers at random to check, or

check them backwards. Also check your answers against the questions to make surethe grammar is correct.

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Matching headings t paragraphsMatching headings with paragraphs tests your ability to understand generalinformation .Look always for the most general heading. This may be the fi rst paragraph or theconclusion.Always do exercises with headings first, as the headings summarize the text. They helpyou scan the answers to the other questions.Look at any t itles with the passageLook at the example, if there is one. Don t just cross it out. It may be the introduction,which organ izes the other headings.The example may be of the second or another paragraph. Still use the heading topredict the headings next to it .If there are on ly a few paragraph headings to match there wi ll probably not be anexampleRead the instructions. Check if you can use a heading more than once.Sometimes there are more paragraphs than headings, so you need to skim quickly.If the list of headings is long, reveal them one at a t ime to stop panicking.

Technique : analyse th grammar and vocabulary n th headingsDistinguish between the two types of words used: information specific to theparagraph and organizing words.Organizing words like plural countable words are common, e.g. causes reasonsadvantages drawbacks difficulties responses problems effects solutions factorsdangers examples etc. Learn to recognize how these are expressed in a text. Be awareof similar wo rdsNote that the specific information about the paragraph is added on to these organizingwords: [ca uses] o poverty in urban areas; [different leve ls o urban poverty Note howthe phrases in italics narrow the meaning of the organizing wo rds in brackets.Use this division of information to help you skim/scan paragraphs. Look for paragraphsthat describe effect levels problems etc. Then see if they contain the spec ificinformation in the rest of the heading .Plural organizing wo rds indicate the paragraph has more than one idea or a list of ideasprobably With an introduction.A paragraph can be organized around uncountable words: damage etc. It can beorganized around countable singular nouns where the paragraph is describing oneitem: a comparison impact development etc.

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Technique : search for connections etween headings Headings are usually connected with each other. Check for a heading that looks specific; it could be a detail in a parag raph and

therefore a distracter for a general heading. If you removed this detail from theparagraph would it st ill remain intact7

A heading that looks spec ific could be a heading for paragraph de scribing just onedetail.

Check for heading s that relate to each other: cause/effect; problem/solution Che ck for headings with adjectives which qualify nouns. Make sure the heading

covers all aspects of the paragraph. Don t forget about the adjective or other qualifyingphrases.

Headings can have two pieces of information w here one is referring ba ck to theprevious paragraph.dvanced techniques

Read the headings and skim a paragraph quickly. Make a de cision quickly Expa nd the heading into a sentence. This might make the meaning clearer. When you find the general theme or focus of the paragraph stop skimming and match

quickly. Once you have matched the headings read them in order and s if the seq uence

makes sense When you check avoid looking at the detail as it can make you change your mind. Predict a possible sequence of headings before you look at the text. If a paragraph is difficul t use the various sk imming techniques focusing on text

development. Always look for change of direction in a text . Skim each paragraph in turn and then decide very quickly what it is about. Make your

own hea ding in a couple of words. Then look at the list of headings and match.

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Makhing sentences phrases to paragraphs See Matching headings to paragraphs on page 12 an d follow the same basic

techniques. As there are usually more paragraphs than sentences phrases you need to scan quickly. The sentences can relate to specific detail in a text. Look for general nouns, which

summarize, like description references cause effect importance etc. The words canbe both singular and plural.

As well as phrases linked to a general noun, there may be clauses introduced by how orstatements of fact: the fact that

Plural words are likely to indicate that the phrase/sentence covers a whole paragraph,so it is like a heading. A singular noun can also cover a whole or a part of a paragraph.

If the phrases look like headings or lists then look for a series of points.Use the technique of sk imming/scanning a paragraph for the organization as describedin Technique 1 on Page 12.

afact _ .oa reference ~ t - ~ D

- ~ -,----, > : : : : : : j ; ~ a process effectsL . J method etc

When you have found the information, check that the focus of the ph rase paraphrasessumma rizes the text.

Completing summaries with and without a wordlisttage 1

Check the instructions to find the word limit. It is usually one/two or three words- always keep this in mind.

Also check if you can use a word/phrase more than once. Skim the summary first to get an idea of the overall meaning. Work out the grammar needed to f ill in each space. When you are working out the answers, say the word blank for the spa ce. Don't jumpacross to the word on the other side of the blank. For example, if you read Candidates

need to pay to detail it is more difficult to feel what the missing word is. If youread Candidates need to pay blank to detail it is easier to predict the missing word.

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Stage 2 Use collocation of words and ideas where possible to predid the answer and then

check the text. Try to predict the answer by giving your own word . It is easier to match your own word

than an empty space. Predict using general words . For example you ma y know that the blank is a person .

Look for this in the passage. The more aware you are of the general idea of the text, the closer your answer wil l be. If you are asked to complete with up to three words, try to think of a general word .Stage Look at the text and match your words with words in the passage . Be careful with any changes in the grammatical form of a word. Skim the summary again with your words in place to check the overall meaning and

then, if you have time, skim the text. When you put the answers in the Answer Sheet check the spelling is correct. If you have a word list note the words/phrases in the list will usua lly have letters

attached, A B C etc. So you wi ll only have to write a letter in the Answer Sheet. Read the list and insert the words/phrases one at a time, isolating the relevant grammar.

This helps you see if the items are corred and fi ll the other blanks.Answering multiple choice questions In some cases there may be five alternatives A-E) rather than four. If there are five

alternatives, you may ha ve to choose one or more answers. Multiple-choice questions are like True False ot Given questions. One of thealternatives creates a statement, which is True The other three are either contradidions

or ot Given ultiple-choice questions test specific detail where you are asked to analyse one part of

a text, e.g. a fact. A multiple-cho ice question can test your understanding of the who le text, e.g. a

question at the end about the purpose of the passage or w ith possible titles orsumma es

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tage Skim read all the questions for the passage to get the general picture. As you practise, and in the exam itself, cover the alternatives A-D) with a pencil or a

piece of paper and read the stem only. Focus on content words like nouns, names, verbs, etc. and also words th t qualify the

part of the sentence. Distinguish between the general topic of the passage and specificscanning words.

Words that help qualify the stem help you to match it with an alternative and viceversa . So look for words like more usually modals like should etc. and words that addqualities.

Predict the answer where you can and try to complete the stem yourself. If the stemcontains a cause then you probably want an effect at the end of the sentence.

See Reading page 20 for general tips about prediction in reading . Reveal the first alternative and think about it quickly. Again focus on content and

qualifying words. Read the stem again and reveal each of the alternatives in turn . It is easy to forget

about the stem by the time you get to alternative D Underline words that will help you as you scan .tage 2

Group the alternatives. Look for information th t the alternatives have in common orthat is different.

The alternatives may all be variations of the same basic detail with one piece ofinformation that is different.There may be two alternatives that are similar and two th t are very different.There may be two alternatives th t contradict each other.

Remember that if alternatives are the same neither can be the answer. Keeping in mind the general picture of the passage read the alternatives and predict

the answer. Scan the passage to locate the answer and check your prediction . To prevent panic, think about the question and the text separately. When you are checking your prediction with the text, read the relevant part of the text

and look away from the page when you are thinking .

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ther strategies When you predict the answer by matching the stem with an alternative, think about

which information logically fits together. Keep in mind the logic of the other questionsand the pa ssage

Read the answers to the multiple-choice questions you ha ve done. Check th t theyform a logical picture.

Do not answer the questions in isolation from each other.A va riation of the standard multiple-choice question is where you chose two itemsmentioned by the writer from a list of five. The same techniques apply

Completing sentences Sentence completion exercises test your abi lity to extract speci fic detail from a text. Skim all the questions in the section. Work out what in formation is being tested. Check the word limit in the instructions. Read the stem of the sentence for completion and try to understand the meaning. Note any words that help you scan the text for the answer. Decide the grammar th t you need to finish the sentence; most of the time it is a nounl

noun phrase. Predict whether the answer contains an adjedive only; an adjective and a noun; a

gerund and a noun; or a gerund, an adjective and a noun. Try to look for more than one answer at the same time.

nswering questions See Completing sentences above and Completing tables flowcharts and diagrams

on page 18 and fol low the same procedures. Look at the grammar of the question. Check what the question word at the beginning is WhatiWhichlWholWhere need

nouns as answers. The word ow may need: by -ing etc. or an adverb .

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Completing tables flowcharts and diagramsSee Completing sentences on page 17 and fo llow the same procedures.

Make sure you skim the whole flowchart to get the overal l meaning. Tab les are often quite long. Don't panic - remember, if a set of questions looks long, it

is usually because it is easy. Check the grammar of the table/flowchart/diagram, i.e. is it in note form? The chart is usually in columns with headings. Check the types of words of the other

items in each column. If you have a wordlis , follow the same procedure as for summaries. ith diagrams f ind

a reference point and work slowly round the diagram .

Makhing names/dates ta ideas You may be asked to match:ca tagories names or dates wi th statements which are paraphrases of the text.sentences which are paraphrases of particular items in a list.

In all cases the basic techn iques are the same.See Matching sentences phrases to paragraphs on page 14 and fo llow the same

procedures. Check if any name, catagory, etc. matches with more than one item. Read the names etc. and the statements. Note anything you are al ready aware of from read ing the other questions. Read all the statements rather than just one at a t ime. You may then be able to match

more than one at a time. If the list is long, reveal each item one at a time using you r penci l to help you focus. Scan the passage for the names etc. Mark all of them first. Put a box around them to

make it easier to distinguish between the names etc. and other underlined words. If you cannot find one name etc., qu ick ly go on to the next. You may find the one you

have missed wh ile you are looking for something else. When you have finished, check you have entered your answers correctly and skim

check the answers in the names and answers in the text. Make sure you do not contradict the other answers you have made.

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Matching stems to ntences Skim the instrudions the sentence stems and the ends of sentences. Read through the stems to understand the meaning and underline only essential wo rds . Try to predict which ending matches the stem. To help you reveal them one at a time. Even if you cannot predict any of the answers practise the technique of predidion .

ith practice you wi ll be able to see that ideas like wo rds in phrases/collocations fittogether. Knowing this wil l help you.

If you have difficulty dealing with the information break up the ideas and see if eachpart matches. Always think about meaning rather than words.

Matching questions to sentences See atching stems to sentences above and follow the same procedures . If the list of alternatives to choose from is long reveal them one at a time.Answering True False Not Given questions In True/False exercises False covers alse and Not Given . If a statement is not True

according to the text it is classed as a lse. The statement can be alsebecause it contradids the information in some way.because there is no information about the statement in the pa ssage.

These two aspeds of alse can then become separate items alse and Not Given . A alse statement contradids the information in a passage:

because it is the dired opposite of the original text e.g. the text says North but thestatement says South .because it is the negative of the meaning in the original text.becau se it is neither of these but it is not the same as the information in the text.

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Technique : analysing th statements If you read the statements in sequence, you can sometimes see where the information

moves from relating to one paragraph to the next paragraph. Practise reading this typeof statement without the text to see the development.

Turn the statement into a question . You then have to answer Yes/No. If you can t, theanswer is ot Given Find the central or focal point of the statement. Imagine you are reading the statement

aloud - where is the likely st ress in the sentence? Look for words that qualify the sen tence or make the sentence restrictive like only

little not many sometimes usually largely etc. or agents like by the police et orimpersonal phrases li ke t S suggested.

Look for words that are negative, e.g. ignore refuse deny reject or words that arepositive like cover help like favour etc. ook for comparisons of any kind. Check for further/previous plans/projects/ideas, etc. Maybe no information is given

about others . Reveal the statements one at a time to help you focus on them.Technique : predicting and checking When you are thinking about the statement, use common sense to predict the answer.

Check your prediction in the text. Understand the statement before you look at the text. Don t just underline the words

that help you to scan for the answer in the text. When you find the information, analyse the text without thinking about the statement.

This will stop you getting confused. Then read the statement carefully, look at the textand decide.

When you are making your decision, follow the process of reading the statement, thenthe text.

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If you read the statement, the text and then the statement again, you may get thewrong answer. For example :Text: The price will fall soon.Statement: The price will go down.Answer: True .Compare this with the following:Text The price will go down.Statement: The price will fall soon.Answer : Not Given.

When you have finished, read the statements again in sequence and s if youranswers it the overall picture you have o the passage .

Answering Yes No Not Given questions The principles are the same as for True False ot Given . Thi s type o question is used

to analyse the claims or opinions o a writer. You need to make sure that the opinions that are given are those o the writer and not

opinions o others reported by the writer. Questions can contain statements which pass a judgement on or evaluate a situation

wh ich is described in the text. Always check for comparisons. Comparisons are simple ways to make a comment

and pass judgement. For example, in the statement Swimming is more relaxing thanwalking a judgment is being made about the two items because one is put above theother.

Always check for any adjective that judges a situation, e.g. sensible difficultdemanding. Any adjective can pass a judgement, even sim ple adjectives like big : Thatbuilding is big . Another person may not agree

Check always for adverbs in the question like never always frequently. carefully. etc asthey wil l also change the meaning o a basic statement.

Check for questions which contain reasons : because as since etc. Check for any mention o development progression change ... increasing/increasingly/

rapidly ... is improving ... Ask yourself if cha nge is taking place. Check for contrast with numbers, e.g. a solution in the question as opposed to a range

of solutions in the text. Distinguish between general and specific.

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riting

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xam summary The academic writing module takes approximately 6 minutes . There are two tasks

Task- This takes about 2 minutes You write a report about a graph table bor chart or

diagram using a minimum of 15 words.- You are marked on task completion and use of a range af vocabulary and grammar

organization and development.Task 2- This takes about 4 minutes. You write an essay discussing an argument opinion or a

point of view.- You may be asked to wr ite about one or more specific aspects of a topic: causes

effects solutions lactors problems measures steps proposals recommendationssuggestions arguments 1 other people lorI against reasons dangers advantagesndlor disadvantages etc.

- You may be asked to give your opinion and suggestions for causes and solutions.- You are marked on use of a range of vocabulary and grammar organization and

development and haw you respond to the task Specialist knowledge of the subject isnot being tested.


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Taskolden rules

Do Task 1 first. There is a reason why it is Task 1 From the psychological point of viewit gives you a sense of accomplishment when you have finished it.

A common feature of the writing process is the concept of getting oneself going. Withthe shorter Task you can get yourself into your stride in writing. By the time you start

sk 2, you will then be much more alert and perform Task 2 much more efficiently. Spend 20 minutes on this task. A common mistake which candidates make is to spend

longer on Task 2 and leave themselves 15 minutes or less to complete Task 1. Take Task 1 ser iously even though sk 2 carries double the marks. Skim the instructions and study the diagram. Use the general statement about the datato help you interpret the graph. Spend the recommended 20 minutes as follows:

2 3 minutes analysing and planning14 15 minutes writing2 3 minutes checking

Check the values and numbers on the vertical and horizontal axes . Work out how many lines 150 words are in your handwriting e.g. if you w rite about

10 words per line then you will need to produce at least 15 lines. Aim to write no morethan 170 180 words.

Check that you have written t l st 150 words. If you write less, it will affed yourscore.

Compare general trends differences etc and support this with information from thediagram. Avoid focusing too closely on the details.

If you have more than one graph or chart or mixture link the information . Make su re you write in paragraphs: an introdudion one or two paragraphs for the

body of the text. Then write a brief conclusion.


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raphsow to write the introduction

One sentence is enough for the introduction. Replace words in the general statement with synonyms or paraphrases where you can. If you cannot quickly write your introduction in your own wo rd s do not waste time.

Write out the words in the rubric, but remember to change them later. Do not write the word below from the rubric in your introduction . Use one of the following four prompts to help you write an introduction:

The graph shows/illustrates the trends in ... between ... nd ...The graph gives/provideslreveals/presents information bout the differences/changes . ..The graph shows th t there is number of differences between . . .The graph shows/illustrates how the sales have differed/changed . ..

Vary noun phrases e.g. sales/purchases of differen t cars; sales/purchases of privatevehicles; the number of various types of cars sold/purchased; the number of varioustypes of cars sold/purchased; car sales/purchases.

Use general words for the introduction: information, data, difference s), similarities,changes, trends, results, numbers, percentages, figures, sta tistics, breakdown.

ow to write the main part of the text Divide yo ur text into 3 4 paragraphs, including the introduction. Divide the information into broad/general groups/categories or trends. Describe the main or most striking/significant/no ticeable/outstandinglremarkable

feature(s) cha racteristics differences/trends/c hanges. Avoid writing lists of detail. Writeabout general trends and support what you say with specific data.

Describe the three general trends: is/was upwards/downwards/flat or say whathappened: .. . sales) rose/fell/remained fiat/fluctuated ...

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Use appropriate synonyms:ris (vb): climb, o up, increase, improve, jump, leap, move upward, rocket,skyrocket, soar, shoot up, pick up, surge, recoverris (n): increase, climb, jump, leap, pick up, su rge in)fall (vb). collapse, decline, decrease, deteriorate, dip, dive, drop, fall back), odown, o into free-fall, plummet, plunge, reduce (only n the pass ive slide, slipback), slump, take a nosedivefall (n): decline, decrease, deterioration, dip, drop, plunge, free-fall, slide, slip, dive,reduction, slumpfluctuate (noun: fluctuations) be erratic, be fitful, vary, rise and fall erraticallyflat no change, constant

Add suitable adverbs: dramatically, erratically, gradually, markedly, significantly, slightly,slowly, steadily

Add specific information or examples:increasing etc. ) from ... to . ..

between . and . ..with an increase from . . to ... Ito ... from ...

Use: .. .followed by . . . to add more information . Add time phrases:

between ... and .from . .. to .. . inclusive)at . . .Iby . .lin . ..in the year 1994) .during/over the period '. to . ..over the latter half of the year/century/decade/periodover the next past/previous five days/weeks/months/years/decades

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owto comp re and contr st Repeat the process for each general point but vary the sentence structure, grammar

and vocabulary. See Bar charts on page 27 and use the comparing and co ntrasting language given

there : . increased more than; there was a greater increase in ... than ... Use conjunctions like: while/whilst/whereas/but Use linkers: however/in contrast/by comparison/meanwhile/on the other hand Focus on an item in the graph:

As regards sales), they ...With regard to/Regardinglln the case of/As forfTurning to sales), they ...Where s/are concerned/it/they ...When it comes to itlthey ...

Use these words and phrases to describe predictions:It is predicted/forecast ed)/estimated/expected/projected anticipated that ... will ...... will ...... will have ... by ...The projection is for ... to ...... is/are predicted/forecast ed)/estimated/expected/projected/ anticipated to... is/are setto

Use the present perfect to describe the recent past to the present: ... has risen, etc. Write a conclusion. One sentence is enough. You can use the foHowing phrases:

6

Generally. ... ; Generally speaking, ... ; ll in all, ... ; On average, ... ; Overall, ... ; It isclear/evident/obvious that, ...


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Other verb sequences stages you can use :... rose from ... to ..... . rose ... and increased . .. from ... to ...... rose ... , increasing from ... to ...... rose ... , overtaking ... in ... and outstripping ... in .. .Rising from ... to .. sa les) overtook . .. nd outstripped .. .... rose ... overtaking ... in ... and reaching a peak in .. .... rose ... before leveling off ...... fell ... , before rising ...... fell ... , fter rising . .Iafter rising ... , ... fell .. .... roselfell ... from ... to ... whilelwhilstlwhereasl ... rose/fell ...

Note how versatile the use of the gerund is . You can use it to explain; as part of series ofevents and as a result.

ar ch rts For bar charts that present data like graphs over a period of time see Graphs on

page 24. The survey took place in the past not the present ut you can use either the past

simple or the present simple to describe the data. Try to classify the items and divide them into groups rather than writing about each one

in turn: the factors) can be divided into two main groups .. .Name the groups: ... namely those related to ' and those connected) with ...Compare the two groups: ... of the two, the former is the larger.State an important feature in this group: with ... being the most popular with 40per cent.

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Compare and contrast the other items. Use so me o the following :morel/ess than . ..bigger) than .. .not) as big as . ..

twice as big/much as ...rather than . ..as against/as opposed to/compared with/in comparison with ...in sharp) contrast to the biggest/smallest change) ...more women) cited/achieved/participated/took part in/were involved in ... than ...there were more men) than women) who ...

To quote from the results o the survey you can use :... percent quotedlcited/mentioned/considered ... as important... was quoted/cited/mentioned/considered as the mostl/east important factor by ...... came top bottom second/next, followed closely) by ... at ... and ... respectively.

ie ch rtsPie charts can be like bar charts except that various sections add up to 100 .There canalso be a series o charts where the data show trends.There is often both a graph and a pie chart and the two are related .Make sure you show the connection between the pie and the graph or bar chart ratherthan just listing the data from the pie chart.Use the information regarding graphs to describe trends.If you have a graph and a pie chart, describe the graph, i it is the most important. Thenlink the information in the pie chart to the graph .Show that you are looking at the pie chart: From the pie chart, it is clear/obvious/evident that ...Relate a particular item in the pie chart to an aspect o the graph/chart: ... is related/connected to/has an effect on/affects . .. , because ...You can compare/contrast items: ... while ... ; in contrast, ...You ca n use the pie chart to help you draw conclusions about the graph : The pie chartsuggests that ... and show the relationsh ip between the two .

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See Graphs and Bar charts on pages 24 and 27 and use this language to compareand contrast further, showing as many links as possible.

Always link data from different sources to each other.ables

A table can contain data like pie charts, graphs and bar charts that are not related to aspecific item in the past. Follow the steps described for these charts.

The presentation of information in tables can seem overwhelming. Don't panic Thereis a simple way round this. If the tab le gives a lot of data over a number of years at theend of the line draw a rough graph li ne to indicate the trend . Do this quickly for eachitem in the table. This means that you won t have to look at each number every timeyou want to analyse a line.

Beca use the numbers are given for each yea r, don t be tempted to include eachindividual piece of information.

Use general trends/statements, backed up by data as in the graphs. Sometimeshighlight special changes/developments.

rocesses Fo llow the same initial steps for writing about a graph. In the introduction you can use: he diagram/picture/chart shows/illustrates/describes/

depicts the process of how . .. Find a starting point and write the process as a series of steps: Useful connecting words you can use are:

Adverbs: first/firstly/first of all secondly. thirdly. then/next/after that/following that/following on from this/subsequently/subsequent to that finallyPrepositions: At the beginning of ... ; At the end of ...

Use the following conjunctions to make more complex sentences:when/once/as soon as/immediatelybefore + clause or gerundafter + clause or gerundwhere/from where/after which

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Other connecting devices you can use are:The first/next/final step/phase/stage is/involvesA fter this step ...Once this stage is completedFollowing this ...

In sequences you can also use the gerund to show development.Tenses and voice Use the present simple to describe processes. The agent is not usually mentioned un less a task is performed by a particular person. Use the passive voice if the process is desc ribing something being made like a book

e.g . the book S printed nd then collated fter which it is bound. Use the active voice when you describe something which is happening: The moisture

evaporates and condenses on the . .. Be ve ry care ful w ith singular and plural agreement in wr iting processes especially if you

are using the active voice. When describing a cycle you can conclude: The cycle then repeats itselflls thenrepeated.

aps Fol low the in itial steps for analysing graphs and processes. If you are describing changes over a number of years check the key careful ly. Fam iliarize yourse lf w ith words showing locat ion on the points of the compass: ... was

constructed in the north/northwest; constructed north/northwest of the city/to thenorth/northwest of the city etc. Be careful with time phrases and tenses. ith in use the past simple passive :

The stadium was constructed in the year 20.0.0..ith by use the past perfect passive: The stadium had been constructed by the year

20.0.0. Try to vary the structure of your sentences by putting the time phrase at the beginningand the end of the sentence. The same apples to the locations.

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Some useful words and expressions:in the centre of/next to/adjacent tobuilt/erected/replacedsituated/locatedchanged into/added/gave way to/became/made way for/convertedsaw/witnessed considerable changes/developments

Use adverbs like moreover/in addition etc. See Task 2 on page 39. The use of while is common: while in 1995 ... , by the year 2005 ...Maps where you have to choose between propased locations You are asked to choose which is the best location for a sports complex, etc. Describe whe re : It is proposed that the new . will be built . Explain why this site is more suitable than one or the other. Describe the amenit ies which are nearby: . . .because t will be next to/convenient fori

within easy reach of not far from ... and .. . Use comparison and contrast words . See Graphs on page 24.

hecking your writing efficiently Check that you use formal words e.g. approximately not rough y; improved not

got bette Check your spelling . Check the tenses are correct. Check singular/plu ral agreement, especial ly in processes. Make su re you haven t written the word below in your introduction. Make sure you answer all parts of the question and link the different charts to each

other. Avoid repetition . If you use the correct reference words and synonyms, this won t

happen.

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Check the beginnings of sentences and clauses in model answers. Practise using these.Use a wide range of structures. It is easy to slip into writing sentences th t just followthe basic pattern of SubjectIVerblObjectUse connecting words and form complex sentences i.e. sentences with two or moreclauses.Describe general trends and support what you say with specific data from the chart.Plan the steps you are going to take before you go in to the exam: analyse data; drawgeneral conclusions; order; state and then quote specific data .

See also hecking your writing efficiently for ask 2 page 4

askGolden rules

Use the question to help you organize your answer.Check the general topic of the question usually: a problem a point of view or astatement with two opposing views.Check how many parts there are to the question .Make a brief plan . Use the focus points in the question.Plan to write about five paragraphs. eep this plan in mind:

TItle

Paragraph 1Introduction

Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5


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3

Make very brief notes about wh t you are going to write for each paragraph - one ideafor each paragraph is enough.

Aim to w rite around 270 words. Work out how many lines 250 words are in your handwri ting, e.g. if you w rite about

ten words per line, then you wi ll need to produce t least 25 lines Spend no more than five minutes analysing the question and planning.nalysing th ess y questions and understanding th ru ric

Prepare for understanding the questions in Task 2 by looking t the various booksava ilable

Familiarize yourself with the basic structure of the essay question and the rubr ic The essay question usually contains a statement which describes a general situation

followed by specific points to write about. The general statement can present a problem, e.g Stress in modern life is increasing.

This may then be fo llowed by questions like hat do you think are the main causes ofthis? What possible solutions can you suggest?

Your answer should then be organized around the main causes and then the suggestedsolutions. In each you case you need to give reasons and support wi th examples.Remember that you also need to give your opinion.

The organization of the question shows you the organization of your essay Do not tryto contradict it or to be overly clever

Try to analyse questions by concentrating first on the organizing or words [causeseffects solutions etc) that are contained in the question.

Make lists of the common words used . Look at Reading, Matching sentences/phrases toparagraphs page 14 and compare the words used there.

If you are asked to give your opinion about a point of view, the common inst ructionsused are: To wh t extent do you agree [or disagree)? How far do you agree [ordisagree)? What is your opinion? Note that these may be combined with questionsabout causes etc

Note that when you are asked just To what extent do you agree? It means that you candisagree


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owto write th introduction Keep the introduction short. Write no more than two or th ree sentences - about 30 words. Connect yo ur introduction and title . Write a general statement relating to the topic.

Then write a sentence which contains the parts of the questions you are asked about:. .. factors contributing to ... etc.

Where you can, use synonyms to rephrase the question . Cros s out any notes in the plan you made. Ignore what other people are doing in the examination room . Remember that quality is better than quantity. Do not panic if other people are w riting

more than you.ow to write a paragraph

Write in stages. To connect the paragraph to the introduction, write a statement with a focus word

e.g. The main cause/factor is Alternatively, you can just state the cause or begin toexplain the situation .

. . .causes... ?

... factors contributing to . .IThe main reason behind .. I

As a rough guide, write about 75/80 words for each paragraph - about 7/8 lines if youwrite 10 words per line.

Mark this on the answer sheet and write towards this mark. Repeat this for thesubsequent paragraphs.

As you wri te, use a penci l, but try not to rub out corrections or changes, as th is wastesa lot of time. You also stop the thread of your w riting . Cross out any changes with oneline. Write above if you have space . Only rub out the text you want to change if youdon t ha ve spa ce to write above.

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owt organize a paragrapho Improve your organization and you wi ll make fewer mistakes. You then have more time

to concentrate on the grammar vocabulary and spel ling.o Have an aim of how much you want to write for each paragraph.o For 75/80 words aim to write about four to seven sentences of varying length.o Make su re each paragraph is connected with the previous one as you are marked

according to how you organize each paragraph.o You only need to use a limited range of sentence/clause types to write effectively. Here

is a list of the most common types of sentences and clauses you can use to guide youas you write:

focus statementexplanationgeneral examplespecific exampleresultreasonproposaladvantagepossibi lityprobabilityme sure

condition

contrastadditional informationaddit ional informationopinionfactimprobabi li tyimprobabilitycauseeffectconsequencepurpose/aim

o These types of sentences/clauses fit together in common combinations . For examplewhat would you write after a me sure sentence? You could write a result or a re sonsentence.

o Think about how you can combine two or more within sentences and as separatesentences. Don t think about the grammar or vocabulary. Think about an idea and thenwhat functions you would need to explain and support it.

o As you write a paragraph it wi ll tend to move f rom general to specific.

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owt speed up your writing and make it more flexible Start your paragraph with a general statement and then support and explain it. Make sure that you do not write a series of general statements. When you start to write develop your ma in idea by asking yourself questions to guide

you . Use the list of functions above. For example:What is my focus statement?What do I mean by this?What is the result of this?Can I give a specific result?Can I give a general example?Can I give a specific example?

The main measure is ...By this I mean ...This will ...First of all it will . ..For example t the momentHowever .. . could ...

How you combine them is up to you as long as they make sense . Practise combining the functions in different ways. Widen the range of sentence types that you use. For example think of sentences in

pairs. Then th ink what would come after the second function in the pair and so on .Practise this until it becomes a fluid and automatic technique.

The more organized you are in your wri ting the more fluent and flexible you will be . Somake sure you know and can use a wide range of connections and functions.

The more organized you are the fewer mistakes you will make. If you do not have tothink about the organization of a question in the exam you wi ll be able to concentrateon avoiding repetition and expressing your ideas.

Mark out the end of each paragraph before you write an essay and aim for that point. Ithelps you to focus your ideas and stops you from rambling.

Revise efficiently. Take a blank sheet and then write down everything you know abouta specific aspect of Writing Task 2: what you know about introductions; what commonsentence functions you use; what common connecting words and phrases you know fo rbut and so etc. This wi ll show you what you know and what you don t know. It willhelp you organize your thoughts and increase your confidence and hence your speed.

Above all know yourself your strengths and your limitations and your commonmistakes. Then push your limitations and correct your mistakes.

ommon mini sequences of functions As you become more confident you can build these sequences and as you write andlearn to combine in whatever way suits you .

measure/result/reason; general example; specific example6


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condition if/unless); result; real exampleproblem; cause; solution; reason; general and specific exampleopinion; explanation; reason; general example; specific example; my opinion

Try and think about these sequences without writing them down . Try to combine andrecombine.

Developing your flexibility helps develop the fluency in connecting text and preventsover-generalizing .

The following checklists are only guidelines and can be adapted in many different ways.You can combine information in endless different ways.

You can take parts from one checklist and add them to another.

statemenVfocusexplanationexamplere sonexampleresultconclusion

statemenVfocus - specific measuregeneral resulVbenef itspecific resulVbenefitaccompanying resultreservation : Having said th t however.additional evidence/reasongeneral conclusion - o ...own conclusion - Nevertheless ...

Checklist 2statemenVfocus - specific measureresultexplanation by examplesreal example - example of what isalready happening somewhere nowhypothetical example - example of wh tyou think could happen if the measurewere adoptedconclusion

Checklist 4: Cause/effect >. (, .

statemenVfocus - problemexplanation by exampleseffect 1effect 2solution : real example - example of wh tis already happening somewhere nowso lution: hypothetical example - exampleof wh t you think cou ld happenconclusion

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owt express your opinion There are many ways to express your opinion. If you find it difficult, use the frame

below to check and guide. Practise writing your own statements of opinion . Then practise supporting them. Use

reasons results explanation contrast effect condition etc. Each time you write a sentence, qualify wh t you have sa id.

Checklist : Opinionstate your opinion about a situation/problemex pl anation - ge neral example : Every yearlln manycoun tries ... In the past ... Now ... etc.speci f ic examp le : for example etc.spe cif ic exa mple: moreover. etc.suggestion : should/could . ..co unterargument: However. some people . ..restate opinion: Nevertheless I feel ...Opinion expressionsI th ink fee l/ believe ...Personally I feel . ..As far as I am conce rned ...From my point of view. . ..Don t overuse these. Make a statement of opinion .

ow t link your sentence Below are common words and phrases you know, but which you often forget to usewhen linking your writing . Check how they are used .

Match the expressions below with the function checklist. See How to organize aparagraph on page 35.

While practising for the exam, try to use these expressions. Before you write and before the exam, read through the expressions again. Avoid overusing connecting words, especially too many addition words. Revision tip : On a blank sheet of paper, write addition comparison etc. at the top of

the page and then list the words you remember. Check against the list on page 39.8


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dditionAdverbs: moreover. what is more, furthermore, further. in addition .(to that),additionally, likewise, similarly, besides, equally, as well as also on top of thatConjunctions: and, which/that/whose, etc. for explanation/adding additionalinform tion

ComparisonSee Task 1 How to compare and contrast on page 26.

ConditionConjunctions: if unless whether. on condition that, provided that supposing, as/solong as otherwise

ExamplesAdverbs: for example, for instance, such as as, likeExpressions: take ... for example, very) good example/the best example, in manycountries/every year/now/in the past, etc.

Reason CauseConjunctions: because, as, since for-ing present) ... knowing I d be late, ...ed past) ... warned about the problem ...

Concession and contrastAdverbs: however. nevertheless, though, even so but, and) yetConjunctions: although, even though, though, whilePrepositions: despite/in spite of the fact that)

ResultAdverbs: as a result, as a consequence, consequently, accordingly, therefore, so onthat account, for that reasonConjunctions: and, so so that, so + adjective thatOther fo rms: -ing, which ... this will ...

MannerConjunctions: as as if

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TimeConjunctions: as as soon as after, before, since until when, whenever

PurposeAdverbs: soConjunctions: so so that, to in order not) to in order that, so as not) to

aking generalizationsAdverbs: Generally speaking, overall, on the whole, in general, by and large

onclusionAdverbs: hence, thus, therefore, consequentlyExplanation: by this I mean, which, this

Practise making your own checklists.eneral writing hints

Writing in English follows some basic principles: The ba sic pattern of an English sentence is: SubjectNerblObject. The connecting and reference words generally come at the beginning of the sentences

and/or clauses : words like moreoverlheltheylsuchlthisltheselanother measure is etc. English sen tences are organized around the principle of old and new information.

The reference words refer to the old information and the new idea in the sentenceis generally at the end. For example: n old man entered a shop. The shop had awide range of food. The food ... . Sometimes the structure is reversed for emphasis.Compare: nother measure is educating the general public. (old/new information) w ith:Educating the general public is another measure. new/o ld information). The impersonalphrase: There islare is used to introduce new ideas: There will be many implications ifthis policy is introduced.

Always check your work as you write. Look backwards as we ll as forwards. Remember wh t you bring to the writing when you do the exam. Your mind is not a

blank sheet

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heckingyour writing effi iently Read this sec tion before and fter you write and keep it in mind. Leave yourself 3 5 minutes to check your w rit ing. Be aware of the mistakes you usually make and look out for these It can make a

difference of a sco re band As it is difficult to check fo r all mistakes at one time, check for one type of mistake at a

time. Check your spell ing fi rst Scan the text backwards rather than forwards Alternatively

sca n at random, jumping from one paragraph to another. You will see mistakes quickeras you are not engaging wi th meaning, but looking at word pictures. You may not spotall the mistakes, but you will get quite a few.

Scan quickly the beginning of each sen tence and the beginning of each paragraph.Check if the linking words, the reference words or synonyms you use are co rrec t.

Check the ve rbs - tense? singular/plural agreement? correct form of the ve rb ? Check that your connecting linking words are correct and that you have not repeated

any of them .f you tend to make other mistakes, like misusing the articles, study them and look forthem in particular.

Practise so that you can do these all at the same time while going through the textfrom the beginning.

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ListeningExam summary The listening module takes approximately 3 minutes. There ore four seporate sections. You hear each section once only.

- Section one is conversotion between two peaple on a general or socioltheme.Section two s a monologue or an interview on a general or social theme

- Section three is 0 conversation between up to four speakers on on educotionol ortro in ng theme.

- Section four is a talk or lecture on 0 theme o generol ocademic interest. There ore usuolly 40 questions. These questions become progressively more difficult. The listening like the reading component is weighted. The stondord is the same on

each test doy. However to reach a specific bond the number o correct answersrequired is different in each exom.

Golden rules As the listening module of the exam involves listening reading hearing and writing

ski lls learn to use them simultaneously. Develop your organizational and prediction ski lls and your concentration. Practise listening to a wide range of accents. Concentrate on the questions one at a time but be prepared for the next question .

Look ahead if you have time. Listen to the instructions on the tape as well. A general clue is usually given.

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evelop your skillsUs org niz tion l skillso Skim the questions to get a general idea of the listening and at the same time take a

note of key words.o Skim the organization of the questions as well as the language. This helps locate

answers. See Labelling plans maps on page 55 .o As you listen scan the recording and the questions for organization markers.

See Labelling plans maps on page 55.o Be aware of common patterns in questions words or grammar etc.o Take note of any:

sub-headingswords in bold in the notesheadings in columns

These are all markers for you to listen for.o Use the information in the questions to help answer other questions.o Do not choose answers that contradict the general sense of the listening.o Use the general information you have about a listening to predict an answer about

specific detail. See Predict nd check on page .o Practise checking the sense at random. If you always read in sequence you see what

you wa nt to see .o Make a list of your common mistakes and read the list before and after writing.o Date your homework writing and go back and check the progression and see how

mistakes are made.o Be aware of mistakes that are common to students of English with your mother

tongue e.g. articles the ends of words countable/uncountable nouns tenses relativepronouns etc.

o If you feel confident doing so check for mistakes and sense at the end of eachparagraph . This will also train you to look back as you write rather than just goingforward .

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Predi t nd checkPredicting is not guessing. You guess when you do not th ink about an answer or whenyou do not ha ve time to work it out. You predict when you use the information youhave or know to give an answer - often a general word to match with a specific detai lin the recording.For gap-fills, where you can t predict, work out the grammar or word patterns. Thinkabout what kind of word noun, verb, adjective, adverb) is required .Predict and then match with the listening . Even if your prediction is different, you ha vesomething to listen for.Use the colloca t ion of words to he lp you predict. Words fit together to form commonphrases.Predicting is about using sk ills you already use in life generally. So use logic, commonsense and the organization of information to predict multiple-choice questions, etc.Information and ideas like words, fit together. Use this to predict. See Writingpage 34 and Reading page 14.When you predict, always liste n to check the answer.Practise until you predict automatica lly Skim the questions in a sec tion in any test bookand predict the answers. Check your answers w ith the Answer Key .

oncentrate nd writConcentrate through the who le exam. If you relax, you end up hearing what is beingsaid and not listening .Concentrate w hile you are writing answers. If you don t listen to the recording, youmay miss the thread of the dialogue .Use the your organizational skills and prediction to help yo u focus and concentrate.Use the questions to guide you through the recording.Practise hearing informat ion on the rad io and then consciously listening to it so you getused to switching on your concentr tion .Answers are generally straigh tforward. Do not expect anything extraordinary.


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anage your time Use your time efficiently. When you have thirty-second silences use them for skimming and scanning the

questions or checking your answers. If you are confident of your answers use checking time to look ahead. As you listen use the time between answers to sk im/scan ahead.e spee y and efficient

Change your skills between sedions automatically as required and be decisive . Thisadds to your speed and efficiency.

Skim and scan the text at speed and with confidence. See eading pages 7 10. If you miss a question leave it and go to the next one. It is better to miss one question

than a whole section.Paraphrase Always look out for synonyms. Understanding paraphrasing and different synonyms is about bUilding your vocabulary. Remember that you cannot and do not have to know everything. However you doneed to know enough to be able to work out the meanings of words and phrases. The more you are comfortable with the wo rds that you do know the more it will be

easier to understand and ana lyse new word s. So even repeating listenings that youhave heard before will help to build up your vocabulary range .

Speak ing and reading wi ll also help build your vocabulary for listen ing. It is easy to become obsessed with learning individual words and to forget about their

meanmg. Where possible limit yourse lf to learning about five to ten words a day. You wil l then

probably pick up a lot more When working out words and phrases you don t know use the information in the

question and the recording to predict meaning and any answers.

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Types o questionsompleting notes

Look at any general heading on the form/notes to be completed. Skim all the questions in the sect ion to get a general idea. In Section 1 avoid making any mistakes if you want a good grade. You can ea sily make

mistakes here as this section appears easy and so concentration lapses . Remember th is section tests for specific detail : basi words, times, street) names,

numbers, etc. Check the example as this gives you a general idea an d a starting point. Look at the questions together rather than each one in isolation. Check the grammar of the gaps and check the word limit. Then try to predict an

answer with a general word. Be familiar with numbers and check your spelling. Know the numbers that cause you

problems personally. Numbers are usually sa id in groups of two or three. Practise saying or listening to numbers in a sequence rather than separately. Use any subheadings in the chart/diagram as key words when you listen. Avoid over marking the text. Know the pronunciation of the alphabet letters individually and together. You may have to complete sen tences using items from a list. Make su re you copy the

spelling correctly. Ski m the headings and narrow the grammar/meaning own so you can predict a

general answer to fill any gaps. One question in a section can help you answer another. If the notes are later in the test they are more difficult.

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Short nswer questions Skim the questions to get a general idea and look at any examp les that are listed with

the questions. The questions sometimes requi re two answers or the answers are part ofa short list.

Check fo r examples which help you with the grammar of the answer. For example:hat types of sports does the speaker mention ? tennis:

Look for the organizing words like types factors places causes etc. in the questions. Look at these types of organizing words in writing and reading.Tables Check the general heading and the headings of each co lumn. Th ese organize the

listening for you as they guide you through the recording. You can use them to scanthe recording.

Check the word limit and wha t type of answer is requ ired . Check the other words in the columns where the gaps are. They wi ll give an example of

w hat type of word is required. Follow patterns of grammar type of word number of words etc. w ithin each co lumn.

If al l the other items in a column are only one wo rd then the answer may be the same .Multiple choice questions See Reading page 15 for hints on multiple-choice questions in the reading sec tion.

These apply here too. Use t he questions to help you predict wh t you wi ll hear. Always look at the example as it will give a starting point and a clue to where you are

beginning . You ca n get a very good idea of the co ntent of the dialogue from the stem and the

al ternatives. Use logic yo ur knowledge of the world common sense and the other questions for

the section to predict your answer. Then check your answer as you listen . As in the reading multiple-choice questions become more diff icult as you progress

through the test. The questions change from facts to actions an d then to general idea.

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Types of multiple choice questionsThe multiple-choice questions may vary in presentation. The question stem can be:

a sentence that requires completiona question.

A more complex variation is where the stem asks you what is not included or is againstan idea . This could be either as a statement for completion or an answer to a question .

You can also be asked to se lect two advantages etc. from a list of five items.The importance of analysing questions Pay particular attention to analysing the stem and analysing multiple-choice questions

as you prepare for the exam. The techniques involved are very simi lar to those describedfor the reading.

However for listening you need to be much faster as obviously once the recording hasmoved in you can become confused. Remember that if you miss an answer move on.

The best skill you can develop overcome this is be ing organized and flexible. As you prepare for the exam study multiple-choice question types carefully. Make sure

you are prepared for the progression of difficulty in meaning as you move from sectionto section.

An efficient technique is to look at the questions and answers. Work ou t why theanswer is correct w ithout looking at the tapescript or listening to the recording .

Look for patterns in the alternatives and see how the wrong answers are created.t the beginning of the test the questions are often short simple items. The wrong

answers can include items that are mentioned in the recording or may be not given.The items will probably fit within a group e.g . a sandwich a ot snack a salad adessert.

This will show you how the questions are created and how the questioning is organized . Thi s technique applies to all aspects of the exam but especially listening and reading . When you have finished your analysis listen to a recording . If necessary do the same

exercises again and again unti l you feel comfortable with answering the questions. Then when you come to questions you have never heard before you will have a

stronger foundation. As a result you will feel more relaxed about the exam as your understanding and speed

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When you have finished, make notes about wh t you know regarding multiple-choicequestions or other questions you are studying. Then check them with books etc. Keepyour notes and try to write them out again later on a blank sheet.

Turn them into a checklist for each type of question . Remember learning a language is like going to the gym, the brain needs exercise -repeated exercise for the body to develop. Enjoy exercisingummaries

For this type of question th ink about:predictionorganizat iongeneral gist from skimmingscanning for key wordslogic and common sense

A summary can be a whole section with ten gaps. Such summaries are usually su itablefor monologues. As they are slightly more complex, they occur in Section 3/Section 4.

Look for the general heading of the summary and skim ny other general headings Skim all the subheadings qUickly Each subheading usually has a list of bu llet pointsafter it. The subheadings tel l you about the organization of the monologue or d ia logueand summarize the detail.

Underline words to listen for and words to help you understand meaning. Check the items in the summary. Skim very quickly as you may have on ly one 30 second

silence at the beginning. If you do not have time to skim and prepare for the whole recording, look first at the

main heading, then the subheadings and finally at the specific detail of as many of theitems as you can.

Skim one group of items ahead as you listen. Trying to take the whole summary in atone time can confuse you. Use the headings to guide you through the listening.

Predict the grammar and general type of word you are looking for and then match asyou listen.

Always check for organizing words, e.g. areas impact benefits and pay particularattention to co llocations . The same applies to short summaries.

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ompleting sentences Follow the previous hints on organization and prediction. Check for col locations. See Reading, Completing Sentences, page 17. Sk im the questions and predict. In some cases two answers are required. You have to get both co rrect to get a markbut the order in w hich you w rite them is not important. Remember to chec k the word limit and the grammar. If the instruct ions refer to a

number then at least one of the answers is likely to be a number.

Labelling plans maps Skim the diag ram to get a general idea and find a reference point for starting. Look fi rst for general names on the map/plan like entrance, courtyard, river and th en

any spe cific items like those you have to name e.g types of buildings. Look at the gaps to be filled and predict the type of word/s needed. To negotiate maps and plans you w ill need to understand directions. Co mmon direction words to think of: on the leftlright; on the top leftlright of ... ; to

my/our/your left/ right; in the bottom top right left (hand) corner opposite ... ; nextadjacent to ... ; beside ... ; on the far/other side of, in front of, over there, etc.

Listen for the wo rd now. It is used to indicate the end of one piece of informationand the beginning of another. Phrases like: You go (down) to ... and then .. . are alsocommon.

You may also have to choose items from a list of names w ith a plan and writ dow n aletter.

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Labelling a diagram bar chart graph Follow the instructions for completing sentences on page 50. Remember to check word

limit and grammar. See Writing ask 1 pages 39 40 for useful language. Analyse the chart and make su re you know the values of the items so you can matchnumbers to the names in the recording. Use any items given to find patterns when you listen. Listen for markers in the recording. The names on the graphs may be summaries of

ideas in the text so listen fo r meaning and paraphrase .

Makhing Matching can take severa l forms. It can include matching items with a graph/chart ormap/diagram. See Labelling plans/maps on page 50. You can be asked to eva luate items like people books places etc using a scale with up

to seven va lues ranging from Bad to Very good for example or Don t read to Highlyrecommended.

Look at the first and last in the range on the scale first and then skim the full range. As you listen focus on one item to be evaluated whi le looking at the scale . Break up the task into individual pieces of information. Be ready to move on from one piece of information to the next one on the list. Remember that the questions guide you . Be organized and decisive.

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ompleting the answer sheet Use the ten minutes to transfer the answers you have at the end of the listening exam

fully. Use your time effectively and efficiently. It is easy just to be satisfied that you are finished and then remember that you have left

something out. Check to the last possible moment. Use a pencil to complete the answer sheet and avoid writing outside the space for the

answer

e careful with simple answers because this is where many mistakes are made.Generally we all concentrate on the more difficult questions and relax with the easyones.

Keep your concentration up throughout the test and especially when you aretransferring answers.

Think as you transfer don t just copy words. Always be aware of the time. e very careful as you transfer the answers even if they seem very straightforward. It is

easy to make careless mistakes. Check spelling grammar and the word limit. Make sure you do not repeat words from the stem. Make sure the answers are in the correct space. Concentrate as you write them in;

don t just copy without thinking. Remember that one wrong mark can affect your grade. When you have completed the sheet check everything quickly or at least do a quick

random check. C heck using the questions if you have time. Check sequences of multiple choice answers to make sure they are in order. e careful about changing answers; check any answer against the information in the

question booklet. If at this stage there are any gaps in the answers guess if you cannot predict especially

if the answers are multiple-choice questions or letters.

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SpeakingExam summary The speaking module takes 11 14 minutes. There are three sections.

- Part 1 14 5 minutes is for the Examiner to introduce him/herself ond osk youquestions about yourself.

- Par t 2 13 4 minutes is for you to prepare ond give 0 short talk of 1 2 minutes on 0given subject

- Port 3 14 5 minutesl is for you ond the Examiner to have a d iscuss ion linked to thesubject from Port 2.

You will be assessed an your:- fluency and coherence- vocabulory- range of grammor and accuracy- pronunciation

olden rules Speak as much English as you can. Prepare yourself for the exam by knowing what is involved. You need to sound natural and nat as if you have learnt answers by heart. Be

spontaneous and relevant. Do nat be put off by the tape recorder in the roam . It is there to help you not the

Examiner Be positive. The exam is nearly aver, so smile and breathe evenly Remember that the adrenaline produced by your nervous fee lings actually helps you to

perform better. Use a w ide range of vocabulary. People generally use less than they know when they

speak. Practise to activate what you know.

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Concentrate generally on what you are saying rather than being accurate. You will thenmake fewer mistakes.

Practise speaking clearly. This does not mean slowly but naturally and evenly.ow to e fluent

Concentrate on the planning and organization. The se help you to control your nervesand to be f luent. If you go into the exam unprepared, it wi ll make you nervous.

Concentrate only on the part you are doing. Forget about the other parts of the exam.

ye contact Keep eye contact w ith the Examiner, even if he/she looks away or makes notes. If you

do not usually maintain eye contact in your culture, practise speaking while keeping eyecontact before the exam.

If the Examiner is w riting, looking away or not smiling, this does not mean that you aredoing badly. It just means the Examiner is doing hislher job.

Part : Introduction and interview Remember that the Examiner is just like your teacher. In fact, Examiners are usually

teachers, so they are aware of how you feel, because their own students feel the same The Examiner has a set of questions. Answer the questions without trying to repeat the

whole question in your answer:What s the most interesting building in your home town?Do not reply: TIle ",ost ifltel e5tiflg place ifl ... is ...Say It s ...

State your answer and then expand, if possible.flMany people find it fascinating, because . ..

Try to use synonyms of the wo rds used by the Examiner. If you can't, don t interruptyour fluency, just say what you can .

The topics are usually fam iliar topics and the Examiner asks you about yourself. Try togive examples and create ideas. Do not say I defl' kflow

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You might be asked about:a place or a hobbyyour daily routineyour interestsplaces in your countryspecial foods/events in your country.

The questions are designed to en ou ge you to talk . They are not new orunpredictable.

Part : ndividual long tu The topics on the task card are about a book fi lm television programme clothes pieceof music objed place you like special journey special day people you like or who

have influenced you or a ski ll you have learned etc. Use the time to plan . A common crit icism of candidates is that they do not plan. You

are ot impressing the Examiner if you start immediately without planning whateveryour level. Make a brief written plan as it helps to keep you o the subject and stopsyou from wandering away from the points you are asked about.

If your talk is not organized you will lose marks. Remember you are being checked on your fluency and coherence. Coherence involves

following a logical and clear argument. Remember that being relevant is as important being fluent. When candidates do not plan they tend to describe the general asped of the question

rather than the specific parts. Be aware how much you can say in two minutes maximum. You will probably only beable to say between 200-250 words. Make su re what you say is natural and do not sound as if you have learnt something by

heart. It will affed your score. Remember the Examiner will know if you are doing the task properly or not.


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Planning and making notes Write notes not sentences The task card asks you to describe a place etc. and then

to give reasons for your choice. For each point write only one or two words for eachprompt. In total you should have no more than 10-20 words.

Write the points in a vertical list and in order. It is easier to see them this way. Draw a line between the words relating to the description and the explanation . It willmake it clearer for you as you speak.

As you speak refer to the list to organize your answer. This should ensure that youanswer al l parts of the task .

Use nouns verbs adverbs and adjectives for your notes. Do not learn your notes or full answers by heart and then repeat them word for word

in the exam quickly. This sounds artificial and affects your score . Think about connecting words/phrases that wi ll guide you as you speak but don t write

them in the n

Documents

Tips_for_IELTS.pdf